Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
This unit examines curriculum and practice in Health and Physical Education, focusing on the Movement and Physical Activity Strand of the Australian Health and Physical Education F-6 Curriculum. An understanding of national and relevant state curricula which is specific to Catholic, State and Independent schools will provide the foundation of the unit. The unit will outline the importance of Health and Physical Education in the primary school settings highlighting the movement skills and lifelong physical activity of students. A range of curriculum perspectives will be explored, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, students with special education needs, and behaviour management in outdoor settings.
This unit aims to assist pre-service teaches in examining curriculum and practice in Health and Physical Education, focusing on the Movement and Physical Activity Strand of the Australian Health and Physical Education F-6 Curriculum, including exploring a range of curriculum approaches.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - demonstrate knowledge and understanding of the content of current curriculum, guidelines and policies relevant to Physical Education in school settings (GA4, GA5, GA9; APST 2.1, 4.4)
LO2 - organise, plan, implement and assess Physical Education content into effective learning sequences, lesson plans and programs which integrate literacy, numeracy and ethically apply ICT teaching and assessment strategies (GA4, GA5, GA7, GA9; APST 2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 4.1, 5.1)
LO3 - identify and demonstrate knowledge and understanding of strategies for differentiating teaching in Physical Education to meet the specific learning needs of students from diverse linguistic, cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds (GA1, GA4, GA5, GA9; APST 1.3, 1.4, 1.5, 3.2, 3.5, 4.1, 4.4)
manage behaviour in indoor and outdoor activities through incorporating a range of verbal and non-verbal communication strategies to support student engagement, including knowledge and understanding of the administrative principles and safety procedures in relation to Physical Education (GA4, GA5, GA9; APST 3.5, 4.1, 4.2, 4.4).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learnings. understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
Content
Topics will include:
- Health and Physical Education curriculum development, implementation and assessment including risk management and safety policies and procedures
- Exploration of the Movement and Physical Activity Strand of the Australian Health and Physical Education Curriculum, including the sub-strands Moving our body, Understanding movement, and Learning though movement and relevant state-based curricula documents
- Focus areas will include active play and minor games; challenge and adventure skills; fundamental movement skills; games and sports; lifelong physical activities; and rhythmic and expressive movement
- Strategies to manage Health and Physical Education activities in varying learning contexts, with a range of verbal and non-verbal communication strategies to support student engagement
- Consideration of a range of curriculum perspectives, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, students with special education needs, and behaviour management in outdoor settings, will be applied to the Physical Education component of the Curriculum.
Learning and teaching strategy and rationale
This unit is delivered face-to-face across 12 weeks of lectures and tutorials. Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including: lectures, practical tutorials, group work, and pre-service teacher presentations. Collaborative enquiries and critical approaches to learning will be used. Please note this unit includes mostly physically active components which require pre-service educators to be appropriately attired in clothing and footwear suitable for movement.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
Assessment strategy and rationale
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service educators are required to submit and participate in all assessment tasks and achieve a cumulative mark of 50% across all assessment tasks.
The total assessment tasks will amount to the equivalent of 4,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Examination assessing Physical Education curriculum content and knowledge of pedagogy and practice in Physical Education Examination will assess the pre-service teacher’s knowledge and understanding of:
| 50% | LO1, LO2, LO3, LO4 | GA1, GA4, GA5, GA7, GA9 |
Assessment Task 2: Choice: For the purposes of national moderation all campuses must select the same task Pre-service teachers developing a unit of work on an allocated topic from the Physical Education components of the Curriculum (ie from the sub-strands Moving our body, Understanding movement, and Learning though movement); OR Pre-service teacher presentations of Physical Education content demonstrating teaching strategies, behaviour management, inclusivity, differentiation; OR Self and/or peer reflections demonstrating knowledge and understanding of Physical Education teaching strategies; OR Research paper on Physical Education related topic | 50% | LO1, LO2, LO3, LO4 | GA1, GA4, GA5, GA7, GA9 |
Representative texts and references
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian Curriculum: Health and Physical Education. Version 6.0. Sydney, NSW: Creative Commons.
Doherty, J., & Brennan, P. (2008). Physical education and development 3-11: A guide for teachers. New York, NY: Routledge.
Kirk, D. (2010). Physical education futures. London, England: Routledge.
Martin, K. (2010). Brain boost: Sport and physical activity enhance children’s learning. School of Population Health: The University of Western Australia.
Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education: The student, the teacher and the curriculum. Frenchs Forest, NSW: Pearson.
Pangrazi, R.P. (2012). Dynamic physical education for the elementary school (17th ed.).Glenview, IL: Pearson Education Inc.
Tinning, R., McCuaig, L., & Hunter, L. (2006). Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Prentice Hall.